IF ANYONE IS INTERESTED IN ATTENDING THE FOLLOWING IL. AUTISM/PDD TRAINING WORKSHOPS, PLEASE CONTACT ALYSON BEYTEIN, ASSISTANT PROJECT DIRECTOR. IF THERE IS A LOT OF PARENTS, FROM THIS AREA, THAT IS INTERESTED IN THE SAME WORKSHOPS ARRAINGMENTS COULD POSSIBLE BE MADE TO HAVE PARENTS BUSED TO THE CHICAGO TRAINING CENTER OR BRING A WORKSHOP TO OUR AREA. EMAIL ALYSONBEYTIEN@ILLINOISAUTISMPROJECT.ORG OR CALL 708-354-5730

1 APRIL 25, 2002-"BATHROOM AND BEDROOM SKILLS"
 

April 2, 2002- Springfield

"Sensory Issues"-Julie Hoyland-Occupational Therapist

6:45-8:15 PM, @ Springfield Lincoln Library, corner of Capital and 7^th Street, Reservations In advance, please and a $5.00 donation at the door. CONTACT NOBLE@FAMILY-NET.NET or call Diana Noble 217-585-7276
 

April 3-6, 2002

2002 CEC Annual Convention and Expo
New York City
Contact: www.cec.sped.org/spotlight/nyc
or call 888/CEC-SPED (232-7733).
 

April 12, Hoffman Estates

2^nd Annual CARE (Curing Autism through Research and Education)

The BHARE Foundation will be holding their conference at the Stonegate Conference Center in Hoffman Estates. Speakers will include Dr. William Walsh of Pfeiffer Treatment Center, Raun Kaufman from the Option Institute (The Son-Rise Program), Dr. Kenneth Bock (pediatrician specializing in autism), Genevieve Jereb, OT, DR. Vijendra Singh, and Betsy Prohaska with Vicki Martin, R.N. to discuss "what's new" about the GFCF diet. Last year sold out so register early to guarantee a seat. Go to www.bhare.org for a registration application to mail in or fax. Address and fax number is on the website.
 

You are invited to......

A special Activity for Parents and Siblings

(7-12 yrs) of Children with Autism

BASSC has graciously made it possible for us to invite you to an activity/research session designed for parent-child pairs (that is, 1 parent & 1 brother or sister of a child with autism). This project is being conducted by Dr. Linda Kunce vfr4 g(309-556-3663) and Senior Sara Irwin from Illinois Wesleyan University and has been approved by the university's Institutional Review Board (chair, Dr. David Bolivar 309-556-3677).

Why are we doing this?

We want to know if specific parent-child activities help improve family communication about autism. In addition, we want to know how different parent-child activities influence siblings' autism-related worries.

What can you expect?

You and your child will attend a one-time activity/research session that will take about 2 hours. During the session, you and your child will complete one of two activities together: (1) a workbook about sibling-related worries or (2) a play activity designed to promote positive interaction. In the research part of the session, we will ask you and your child to fill out some questionnaires about having a child or sibling with autism. All responses will be kept confidential.

Children will receive a snack and a small gift to thank them for their participation. Parents will receive a report of the results from the project and the knowledge that they are contributing to a better understanding of children's emotional needs.

Who is the activity for? Families who:
Have a child diagnosed with an autism spectrum disorder
Have another child between the ages of 7 & 12 who would like to participate
Are comfortable using the term autism

Where and When? Saturday April 13th 10-12, 1-3, or 3:30-5:30 (your choice)
Classroom Connection
2868 Skokie Valley Road
Highland Park, IL 60035
(847) 681-0324 ext. 3

If you are interested, please call the above
number to register or for further information.
 

April 16-Schaumburg 8:30-3
Roosevelt University 1400 N. Roosevelt Blvd.
"The Impact of Learning Styles on Teaching, Learning, and Living"

Marge Tye Zuba will help participants explore and expand their knowledge of learning styles in order to create an environment where diversity in teaching and learning is celebrated. Working individually and in small groups, learners will discover their own learning styles through individual learning inventories and by exploring how they learn, how they conceptualize ideas and how they organize information. Using this self-knowledge as a base, learners will look at enhancing lesson plans so that all styles of learning can be addressed. This workshop is intended for teachers, teacher assistants, related service personnel and family members and administrators. Limited to 50 participants This is a StarNet Region 2 conference. Contact StarNet Region 2 for info.
 

April 19, Downers Grove
"Navigating Uncharted Waters: Understanding Your Rights and Case Law"
Matt Cohen, widely know for his legal advocacy on behalf of children with disabilities, will address your rights, rules governing special education, and recent federal and state court cases relating to special education. For more information contact Everyone is Welcome 630-584-0970 or EIWelcome@aol.com.
 

April 17-18-Giant City
" 2002 Autism Seminars"
Barbara Doyle, MS Clinical Consultant, Call C.J. Sizemore at 217-356-8323.
Barbara Doyle will be speaking for us JUNE 18, 2002- on "10 TIPS FOR A SUCCESSFUL LIFE" Springfield Lincoln Library at 6:45-8:15PM**We ask for a $7 donation at the door to cover expenses, NOT REQUIRED.

Asperger Syndrome Support and Awareness of Central Illinois.
Diana Noble 217-585-7276
 

April 21 Washington, DC 12 noon to 5pm.

May 3 Naperville
LDA/IL STATE SPRING WORKSHOP Holiday Inn, Time: 8 a.m. to 4 p.m.
For a Registration Form, contact the Illinois LDA Office at 708-430-7532
E-Mail: BevJohns@juno.com
FAX: 217/243-7596
http://www.ldaamerica.org/Affiliates/IL/

Special Education Attorney Reed Martin will be there!!!
 

May 9-11 Boston, MA

DAN 2002 Conference

SHERATON BOSTON HOTEL
FOR MORE INFORMATION
Call 609-921-3717
Email: DANregistration@aol.com
Save the Date: FALL CONFERENCE
* San Diego, CA * October 25-27

SPEAKERS: Sidney Baker, M.D. * Jayne Barese, R.N. * Mark Blaxill, MBA * Kenneth Bock, M.D. * Jeff Bradstreet, M.D. * Timothy Buie, M.D., Ph.D. * Jane El-Dahr, M.D. * Barbara Loe Fisher * Sudhir Gupta, M.D., Ph.D. * Paul Hardy, M.D. * Walter Herlihy, Ph.D. * Woody McGinnis, M.D. * Jon Pangborn, Ph.D. * Karl Reichelt, M.D., Ph.D. * Bernard Rimland, Ph.D. * Karyn Seroussi * Paul Shattock, Ph.D. * Andrew Stoll, M.D. * Andrew Wakefield, M.D. * Rosemary Waring, Ph.D. * Carol Wester, MSN, CSN *TOPICS: Neuro-toxic effects of and successful treatments for elevated mercury and other heavy metals * The role of immunizations in autism and how to decrease the risk * A fresh look at the epidemiological studies supporting the relationship between autism and thimerosal * The latest research on secretin * The MMR controversy * Nutritional strategies for improving health and cognitive function of the autistic child * The role of omega 3 fatty acids * Understanding the immune system's role in autism

The Autism Society of Illinois Presents:

An exclusive screening of the award-winning documentary film and a one-day conference.

To register online: www.autismillinois.org

To register by phone: 630-691-1270

Highlights:

**A special sneak-preview of Refrigerator Mothers by the filmmakers that produced "Hoop Dreams."

**Exclusive open-mike q&a session with the filmmakers about the four-year odyssey to make the film

**A cross-generational, cross-cultural parent panel in an open dialogue about guilt, blame, communicating with professionals and improving the futures of children with autism.

**A building bridges panel with Marrea Winnega, Ph.D. to identify and discuss key elements for a positive parent-professional communication.

Don't miss this once-in-a-lifetime event. For more information call the Autism Society of Illinois at 630-691-1270
 

Holiday Inn Express 1550 E. Dundee Rd

"ABC's and 123's of Autism: What is it? Where do I start? How do I plan?"

Margaret Mazeika will help participants explore the basic learning characteristics of children with Autism Spectrum Disorders. The use of positive planning and research supported instructional strategies will be emphasized throughout. Environmental and social supports that can be implemented within a regular classroom will be highlighted. Registration is limited to 100 participants and is a StarNet 2 conference. Contact StarNet Region 2 for info.
 

May 22 Crystal Lake 8:30-3

Holiday Inn 800 S. Rt. 31

"Supporting Family Strengths Through Home Visits"

Nick Wechsler will highlight a home visiting philosophy and methodology which promotes mutual competency for young children, their parents, and staff. It will explore opportunities, challenges, and risks for early intervention providers of varied disciplines who deliver some of their services in the homes of program families. The workshop will be interactive and will build on experiences and concerns of workshop participants. Finally it will explore the "cost of caring" often experienced by helping professionals, whether delivering services in the home, in schools, or in neighborhood centers. This is intended for teachers, assistants, related service personnel, and administrators.
 

July 17-21 Indianapolis IN

2002 ASA Conference

· 2002 Conference theme: "Champions and Challenges"
· Where: Marriott Hotel in Indianapolis, Indiana
· Why: To hold a national forum for the presentation of important field studies, intense educational sessions, structured networking opportunities, information exchanges, and interaction between individuals interested in the well being of children and adults with autism.

For registration information, please email us at:
conference@autism-society.org.
 
 

Editor's note: I know that this is a little early to be put in, but I figure that it will most likely be a sellout.

October 14 - 15, 2002 Kansas City, Missouri
Asperger's Syndrome with Dr. Tony Attwood

This conference will cover two days. Day One will include the topics: Encouraging Friendship Skills and Managing Emotions. Day Two will include discussion of Asperger's Syndrome in the Adolescent Years and a question and answer forum.

The conference registration fee includes all materials and handouts, continental breakfast, lunch and afternoon refreshments. Participants can either register for either day or both days. Early registration fees will be $175 for BOTH days and $125 for ONE day. For Groups of 4 or more, please contact BusyWeb Solutions, Inc. for information on discounted fees.

Registration received after September 1, 2002 will be $215 for BOTH days and $165 for ONE day.

Fees can be paid by check, credit card, money order or purchase order. Please contact BusyWeb Solutions by phone 618-397-2131 or e-mail to receive a registration form. A printable registration form is also available at www.tonyattwood.com
 

Got this off of the CAN newsletter

Temple Grandin's Bio Movie on HBO Coming by Director David Russell
[By Melissa Grego.]
http://story.news.yahoo.com/news?tmpl=story&u=/nm/20020313/tv_nm/television_
animal_dc_1016005605

Variety - "Three Kings" director David O. Russell is helping to develop an HBO movie about the unusual life of Temple Grandin, an autistic university professor known for devising humane ways to handle and slaughter
livestock.
Russell may also direct the project, which is being shepherded by "ER's" Anthony Edwards, who first became aware of Grandin through his work with autism research.
The picture will focus on the young-adult years of Grandin, who has been the subject of writings by Oliver Sacks and a documentary by Errol
Morris. She herself has written that as an autistic woman, she finds other people's behavior alien and that she studies people as if she were "an
anthropologist from Mars." The script will be based on Grandin's books "Emergence" and "Talking in Pictures."
"This project is a window into an unexplored world, which affects millions of people," Edwards said. "We are excited to be working with someone like David (O. Russell), whose unique visual style and storytelling
skills will be such an asset in making this a successful film." Edwards will serve as an executive producer, along with his partner in
Aviator Films, Dante Di Loreto, who added the picture will be more about the individual than the illness.
" Regardless of the autism, it is quite profound what she does in a male-dominated world of slaughterhouses," Di Loreto said. "This is the story of a woman who accomplishes extraordinary things because she believes she
can. ... She is a woman with an extraordinary power of imagination. She can visualize anything."
In addition to directing "Three Kings," Russell also filmed "Flirting With Disaster" and "Spanking the Monkey."
 
 

We mailed our Action Alert March 20^th! What a job! It is 8 pages long and has everything in it we could think of to help you successfully communicate with your legislators about the HBSSP changes. You can also now access the Action Alert on our website!! Another hurdle jumped. This whole mess caught us as we were changing servers, so we haven't been able to make changes to it. We are actually in the process of "remodeling" the website. So it will be easier to find stuff on it soon.

In the meantime, check out the Action Alert by double clicking on the following address: http://www.familysupportnetwork.org/RevisedActionAlert.pdf Please make copies and share with your fellow advocates. Remember to ask them to connect with us, so that they can get our e-mails and newsletters.

And, as usual, please forward this e-mail and the action alert web address to your e-mail lists.

We are working on a couple of other strategies. I will update you on those as soon as we have more details.

In the future, advocates are planning a "Lobby Day" at the Capitol, April 17. That's a Wednesday. There will be people there prepared to shepherd you around the Capitol and help you have the confidence to visit with your legislators successfully. More details will follow as we develop them.

On the other hand, legislators will in on Spring Break starting this Saturday. Call them up, make an appointment and visit with them in your own community. They'll be able to listen to you better, and you won't have to drive so far. They are generally in their home districts on Friday, Saturday, Sunday and Monday... Call them up!! Let them meet your family. You can't get much more powerful than this. If you need help, call us... we'll coach you and, if possible, go to the appointment with you. But, remember... the sooner, the better. If you'd like to go with other families in your district, let me know, we can help you connect with them. Let me know how it went...

The Senate Appropriations committee is meeting in Springfield this Tuesday at 9:00am (Room 212 of the Capitol). It will be another grueling day of standing around for hours so that you can speak for two or three minutes. If you can come down without going crazy, join us. If not, please write letters to the Senators listed below. Hopefully, your letters are still in your computers and you can just address fresh copies to them. All of these guys are Senators.

Thanks again for your support!! And remember we need your contributions to keep going. Join us!! http://www.familysupportnetwork.org/Fundraising.htm

Charlotte Cronin

THESE ARE NEW ADDRESSES... different from the ones in the Action Alert... but just as important.... Please send your letters to them. These Senators are all members of the Senate Appropriations Committee.

The Honorable Brad Burzynski
(Dear Senator Burzynski)
505 DeKalb Avenue
PO Box 348
Sycamore, IL 60178
 

The Honorable James F. Clayborne, Jr.
327 Missouri Avenue
Suite 422
East St. Louis, IL 62201

The Honorable Miguel del Valle
4150 W. Armitage
Chicago, IL 60639

The Honorable Laura Kent Donahue
640 Maine Street
Quincy, IL 62301

The Honorable Debbie Halvorson
241 West Joe Orr Road
Chicago Heights, IL 60411

The Honorable Doris Karpiel
400 W Lake, Suite 220
Roselle, IL 60172

The Honorable Chris Lauzen
52 West Downers Place
Aurora, IL 60506

The Honorable Lisa Madigan
2006 West Addison
Chicago, IL 60618

The Honorable Christine Radogno
521 S. LaGrange Road, Suite104
LaGrange, IL 60525

The Honorable Dave Syverson
200 S. Wyman
Suite 302
Rockford, IL 61101

The Honorable Donne E. Trotter
8704 S. Constance Avenue
Chicago, IL 60617

The Honorable Stanley Weaver
1717 Philo Road, Suite 17B
Urbana, IL 61802
 

********************************

Statewide Conference- Naperville, IL- June 20-22, 2002

There are also two special symposium opportunities taking place on June 20, 2002 from 1:00 - 5:00 p.m. and they are:

Understanding Autism- This half day presentation will review the current views on autism in regards to diagnosis and treatment. It most importantly will discuss actual strategies that work for individuals with autism in order to help them communicate, socialize, and control their behavior. The presenters take into consideration that people with autism live in families who must balance many things in their lives and look at ways to best help the whole family. Presenters: Patti Boheme, Mary Crissman, and Carol Paske.

The Power of Media- This workshop will equip participants with the ability to use media to change the public discourse. Workshop participants will gain critical insight on how the media really works and will learn techniques for strategically planning and executing communications. Presenters: Candice Warltier, Mary Balice, Bill Campbell, Charlotte Cronin and Nancy Brown.

Stipends are available to people with disabilities and/or their families or guardians in the amounts of up to $400 per individual or $600 per family. Stipends can cover such expenses as the conference registration fee, a hotel room, travel, meals, child care, or a personal attendant.
For more information on these symposiums or on the UCP of Illinois Statewide Conference please click on this link: http://www.ucpillinois.com/new_page_10.htm
 

I only know what she wrote me. So you'll want to check out her website yourself to see if you think it will be helpful in your lives.

The cookbook is called "Cooking Made Easy." Every recipe is coded from 1-5 according to level of difficulty. Recipes are written in large print, for easier reading. Recipes are broken down into detailed,
easy to understand steps. Dollar sign codes on each recipe signify cost of ingredients. There are 88 recipes, divided into the following categories: Appetizers/Beverages, Soups/Salads, Vegetables, Main Dishes, Breads/Rolls, Desserts, and Breakfast.

The cookbook cost is $19.95 per cookbook. Shipping in the U.S. is $4.95 per order. And quantity discounts are available for orders of 5 or more books. My website contains more information:
http://www.cookingmadeeasy.org

***********************************

You may contact the Family Support Network at fsn@FamilySupportNetwork.org.
Or you can contact Charlotte Cronin at her personal e-mail CharlotteCronin@insightbb.com
Please delete all other e-mail addresses. They are kaput.
Thanks for your patience!!!!!

(received from the AutismAwakening newsletter)
Since 1993, Life Planning Services has provided information and assisted families throughout the U.S. in planning for the future of their loved one with special needs emphasizing Lifestyle, Legal, Financial Needs and Government Benefit issues.

Our purpose is to educate and provide planning options for families in order to eliminate the overwhelming and confusing obstacles faced during this process.

The result is peace of mind for families while assuring care, security, and quality of life for the person with special needs. To learn more, go to the website above.

www.specialneedsplanningkit.com
 

(from Autism Awakening newsletter)
By Joe Guy Collier. http://www.thestate.com/mld/thestate/archives/

For almost three years, Karl Smith has been dead set on making a success out of his software company, Accelerations Educational Software. He's blown through his savings, run up large credit card bills and tested the patience of his wife and family. Now, Smith said he's passed a turning point for the company, which he started because of a need he saw in his own household. Smith, who has a 7-year-old son with autism, began AccelerationsSoftware to write computer programs for children with autism and learning disabilities. The company's product, called the Discrete Trial Trainer, or DTTrainer, uses learning modules specifically designed to help these children pick up fundamental building blocks, such as letters, numbers, colors and objects. If you saw Smith's office today, you might not realize how far his company has come. He and a few part-time employees share a modest 1,000-square-footoffice in downtown Columbia. Inside, a homemade wooden booth serves as the recording studio to make voice-overs for the software. But if you saw where Smith was a year and half ago, you'd realize the progress he's made. Until last May, Smith had been running Accelerations Educational Software out of the room above his garage. He had a handful of schools using the DT Trainer software, which can be previewed at www.dttrainer.com. Smith now has almost 50 school districts, spanning from Hawaii to New York, using his software. Kim Kulka, coordinator of the autism program at Mountain View Elementary School in Marietta, Ga., has been using the software for twoyears. The DT Trainer motivates children with autism to learn, Kulka said. It allows these children to pick up skills without requiring the use alone-on-one attention of a teacher, she said. "It's been extremely helpful," Kulka said. "I'm hoping for more programs." James Bender, special education technology specialist with Silver Consolidated Schools in Silver City, N.M., has been using the DT Trainer for a year. The software immediately engaged the children, Bender said. In a test trial of the software, a Silver City student spent 25 minutes and then 40minutes working through the programs, he said." It was a phenomenal thing because this was a child that had trouble sitting still for more than 30 seconds," Bender said. Smith's personal knowledge of children with autism and developmental needs can be seen in the software, he said. "It's software with soul," Bender said. "It goes to the fact that it comes from within Karl." Smith said he hopes to put the software into more schools. In the last year, his company has developed training material so teachers and parents can use the software without his assistance. Smith also has cut the price of the software by more than half to $99for individuals and $249 for schools. As a promotional effort, the first license for a school district is free. Revenues are improving and the cash flow is less erratic, Smith said. But the company continues to search for a financial backer so it can market the product more heavily, he said." It would be good to find an investor who isn't looking for a1,000-percent return," Smith said, "somebody who wants to make a nice return but also wants to have a social impact." Even without a major investor, though, Smith said he'll push forward on what he can afford." We'll do it one way or the other," he said. "We're going to find away of succeeding and making this grow."
 
 
 

Velcro
Creative Communicating's Forgetful puppet comes with Velcro-sensitive hands, allowing him to hold props or anything with loop Velcro. But the many uses of Velcro do not stop with what you can do with Forgetful's Velcro-sensitive hands. If taken advantage of, Velcro can be as good a friend to teachers as Tang is to astronauts. We've compiled a list of many uses that Velcro has in the classroom.
Velcro your pen and other items that are easily lost to your desk. Velcro toys to a table for stability. Create a Velcro-sensitive wrist band; children stick props to the wristband for a wrist puppet , Velcro props to a storybook for a 3D effect Velcro children that are driving you nuts to the wall (just kidding!) Place Velcro on the bottom of a wooden dowel to pick up toys
Velcro props onto SoftKeys for IntelliKeys CLICK HERE to go back to Storytime Tricks and find out more about props.
Create a Velcro-sensitive glove for children to pick up toys Place Velcro on book pages to make it easier for kids to turn the pages
Velcro a talking photo frame closed making it easier for students to use
Use Velcro to attach books to a laptrap, which keeps the book steady (line laptrap with loop Velcro and attach hook Velcro to the back of the book) Create a Velcro vest by using a section of tempo-loop material, cutting a hole for the head, and attaching the sides with two strips of Velcro
Velcro toys onto a tempo-loop display vest
Velcro interactive symbols onto a tempo-loop display vest Create easy-on, easy-off dress-up clothes by cutting out the front of clothes and adding a Velcro strap to the back
Velcro student¹s individual schedules to the wall
Velcro communication devices to your student¹s laptray Use Velcro straps for hanging toys from swings and car seats Velcro supplemental communication symbols on a communication device Velcro toys onto switches
Use Velcro to attach different textures to a book and create overlays so students can match texture in the book to the communication device
Velcro symbols onto switches
Velcro a talking photo frame into a book for a repeated line insertion Velcro name plates onto the wall for attendance and sign-in activities
Velcro recipes on a board to demonstrate literacy
Print out appropriate vocabulary words and mount them onto Velcro; students can manipulate the words to create their own poetry, stories, etc. Velcro your keys to the wall so that they are never misplaced. Hang tempo-loop material (or indoor-outdoor carpeting) on the wall and Velcro activity-specific symbols on the wall (Goosens' activity-specific symbols means that food prep symbols are placed in the kitchen, Storytime symbols are placed in the Storytime area, etc.)
Velcro choices onto a choice board.

Adapted books
Books can be adapted by placing each page of the storybook in page protectors. A piece of cardboard cut to size can be placed in between each story page. All of the pages can be placed in a notebook. "Page fluffers" can be used to add spaces between each page for easy page turning. Page fluffers can be made out of ethafoam materials, chip bag clips, clothespins, etc. Further details can be found in any of the Storytime books. Click here to find out more details about the book Books Made Easy.

Props
Props can be used to enhance the stories. Real objects can be used that match key concepts in the stories or you can make your own props with ethafoam materials that are secured with velcro to the stories. Each of the storytime books provide you with a prop page and specific directions. Props can be used with students to maintain attention and motivation in story readings. Props keep little hands busy. Students can pull props from a choice board to reinforce matching or identification skills during readings and place in the book. Students can pull a selected prop from the book and place it in an external prop (e.g. clothing in washing machine, animals in old lady's mouth, Halloween items in the brew.) In addition, props or 3D photos can be used for communication boards. See below These types of photos have been used successfully with students who have visual impairments, autism, cognitive impairment and/or young children. The 3D effect makes the photo look more like an object than a photo. To make the props use ethafoam™ available from Creative Communicating. The foam is a flexible and easy to cut (with scissors) material. It comes in (9"X12") sheets. Hot glue the photos, symbols or pictures directly to the foam. Cut out the shape with scissors. Add a small piece of velcro to the back. Notice in the photo below props are used with the IntelliKeys™. The selection on the keyboard are backed with foam. The students pull the prop from the book and place on the IntelliKeys to activate the computer program. The students can also activate the keys by pulling the props directly from the IntelliKeys. To secure the display on the InteliiKeys try adding a small piece of FunTac at the four corners. Props can be added directly to the SoftKeys ®. This is sometimes helpful for younger children or older children, whose grip is too strong; this will prevent the display from slipping out of place. Props can also be used to reinforce concepts being learned. Here the student is learning how to use the mouse on the computer. The teacher uses the 3-D props to reinforce the concepts he is learning on the computer. He matches the props with the graphics on the Pull off symbols
Pull off symbols are a duplicate of the symbols found on the bottom of each story page. These are ready to print out on the Storytime Revised CD. Below is a brief description of how they are used. I read the book first pointing to the words, next I might pull off the symbols holding them in front of the student (what I call "in your face" communication) but place them back in the book. They are used as a teacher tool to maintain attention, direct students and reinforce and model symbol use. Next I might have the students pull the props (see above) from the book (student tool) typically I allow student to manipulate the props but place them somewhere (e.g. on the choice board, in another larger prop like a washing machine for "Dirty Duds") so they are not too distracting. I may vary the order of using the pull off and props it really depends on what feels natural or makes since to you or the individual student. For independent practice the students may use "pull off" symbols as a manipulative during independent book readings
 

Choice Boards
Choice boards can be used for a variety of purposes, displaying the symbol sequence for a song, presenting choices for students or as a schedule board

http://www.creativecommunicating.com/storytime-tricks.html

Hello! I am a senior at NIU and currently fulfilling an internship in the IL EI system. For part of my internship I am putting together a parent resource collection on Autism I would like it to be rather extensive and helpful to parents of newly diagnosed children as well as informative for those parents of older children with autism. I would love the parents on
this list to share their input on what type of information would be helpful to include. So far I have divided it into the following subsections:
1. general information (what is autism, causes, characteristics, etc.)
2. articles (any useful article or study I have or can find related to autism)
3. Interventions/strategies (DTT, ABA, floor time, SI, medications, TEACCH, GFCF diet, son-rise, PECS, social stories, AIT, vitamin therapies, etc)
MORE?? I plan to provide a brief description of the intervention, additional resources (web sites, books, etc.) as well as the nearest local provider of the intervention.
ANY SUGGESTIONS FOR THIS PART WOULD BE GREATLY APPRECIATED!!
4. parent poems and short stories related to raising a child with autism
5. Additional resources: newsletters, organizations, agencies, support groups etc.
6. I also thought about putting together a list of community people who work with individuals with autism such as dentists, doctors, hairdressers, baby-sitters, etc., who else should I include on this list?

Your feedback would be greatly appreciated! Is there any important information that I am missing that would be helpful for a parent? I want this to actually be a useful resource for parents and not just a project to fulfill an internship requirement!
Thanks a bunch! Smiles, Sarah Johnson
You can send the information to the Autism News address and I will forward it to her. Please mark on the envelope that it is to go to her so I don't accidentally open it. She hopes to get Jody and myself both a copy to put on the web and to snailmail if possible.
 

1.Label classroom furniture and materials with an object/picture/icon paired with the written name of the item.
2. Opening group: Use a group schedule with pictures, words, and clock icons to sequence the day.
3. Individual schedules: Popular choices include a small 3-ring notebook or photo album with pictures of each activity. Other schedules can be developed by using objects to represent each activity of the day, by placing pictures on a ring to attach to a belt loop, by using a wipe-off board, cards and a pocket chart, or a computer- generated schedule that is updated each day.
4. Behavior expectations: Laminate a visual that represents the desired behavior and Velcro™ the visual to the child's desk. For example, icons representing "Sit", "Quiet" or "Raise your hand" can be placed on the student's desk to reinforce these appropriate behaviors.
5. Grooming: Create a pocket sized grooming check card for a child. The card could include icons or words representing tasks such as "Hair brushed", "Face washed", "Shirt tucked in", and "Zipper zipped"
6. Grocery shopping: Collect pictures of items to be purchased. For lower functioning students use a piece of the item packaging for easy recognition and for higher functioning students use icons or a written list.
7. Hand washing sequence (brushing teeth, bathing, showering etc.): Display and place by the sink or bathtub.
8. Restaurant outings: Use a picture menu for ordering. At a fast food restaurant a nonverbal student can order independently by pointing to pictures or handing pictures of the desired items to the person taking the order.
9. Song time: Create a sequence of pictures for key words in the song. Be sure to allow enough wait time for the person with limited verbal abilities to respond.
10. Scheduling reminders: Place a written reminder on the student's desk to remind them of an upcoming event. For example, "Remember: Speech today with Mrs. Johnson at 11:00. After speech you will join the rest of the class in the lunchroom."
11. Book mark reminders: Give a child a bookmark with a visual message. "Remember: You will earn extra points if you stay in your chair at your desk during silent reading!"
12. Classroom rules: Post rules where all students can see them. Include icons or pictures for students who are non-readers to remind them of the rules as well.
13. Choice diversity: Use a choice board with icons or photographs of choices available during free time.
14. Reinforcement menu: Display a menu of preferred and acceptable activities where the student can see it as they work. It will remind them of the rewards that they are working towards.
15. Computer: Place instructions on frequently used procedures next to the computer. Use pictures or words according to your student's abilities.
16. Lunch choices: Place a menu board with pictures or objects to represent lunch choices. This could be used during Opening Group to enable student to choose lunch foods or to prepare students for what foods will be served.
17. Mini-schedule: A mini-schedule should complement the daily schedule by providing information concerning the exact tasks that will be occurring during a targeted period of time. For example, while the daily schedule contains more general information concerning the days' events such as reading, math, lunch, etc., the mini-schedule for math could depict activities such as counting, writing numbers, and matching. A mini-schedule can be used to teach independent work habits.
18. Facilitate discussions at home about school: Send home a Zip-lock™ bag with an item enclosed that will cue students and parents about a particular activity that occurred that day. For example, if the class went on a nature walk include a pinecone or if the class popped corn include a kernel. This will help stimulate conversations that can include all family members.
19. Arts & crafts projects: Display steps needed to complete the project as well as the finished product. This technique will encourage independent task completion and can be generalized to cooking or other sequential activities.
20. Holidays: Enhance your students' involvement in holidays or other special occasions. Place an icon symbolizing the occasion on the class calendar. Count off the days until the event. Use art and music accompanied by visual cues to generate enthusiasm and inclusion

(reprinted with permission)
 

One day my son was born the sun shone in the sky
My life would change forever and here's the reason why
You see my son is different, things did not go as we planned
For my son was born with a line across his hand

A line across his hand
A line across his hand
Things did not go as we planned
Because of the line across his hand.

They said that he would be slow too learn and never read or write.
But when he took his first steps it was a special night.
They said he'd never be a man and always be a burden
But he'd show them wrong, it was the one thing I was certain

A line across his hand
A line across his hand
When his hand's held in mine
I can't see that line across his hand

Oh how very hard it was to learn to tie his shoe
There were days we thought it was something he'd never ever do
But then one day he made the bow up right and neat
Oh, his life ain't always easy but his victories are sweet

A line across his hand
A line across his hand
That shoe lace didn't care
there was a line across his hand

I always dreamed we'd play with a baseball and a bat
but in our life together we jog the High School track.
There are many things that he can do and things that he can not.
He's much more than the sum total of the syndrome that he's got.

A line across his hand
A line across his hand
Don't judge who he is by
that line across his hand.

If I had the power to change his life I'm not sure what I'd do
But his life has been a blessing 'tho I've shed a tear or two
I love my son more then I believed all those years ago
I guess in this life we do reap what we do sow

A line across his hand
A line across his hand
Doesn't change the love you feel in side
that line across his hand

Now my son is grown and holds a job and has a lady friend
He is proud and kind this message I will send

A line across his hand
A line across his hand
They were wrong, I know that now
this boy of mine's a man
 

I had someone get in touch with me who has a son that is having trouble sleeping. She wants some ideas as how to help him and she gets a full night's rest.

I did get a couple of responses to this problem this month…Unfortunately, I will be paraphrasing them since I have some recollection to what they were, but lost the info. Nothing like turning your back on a 4 year old with paperwork on a table.
 

The first response was to try to cut out caffeine in your child's diet. If they get little to no caffeine they won't have that stimulant in their system. The other suggestion was to try homeopathy. If the person who sent this suggestion in could resend it I would appreciate it since I myself am interested in it, more for myself than my daughter. She is finally sleeping better. Now it's just mom who can't sleep.

A suggestion that I received from Barbara Doyle was to change the lighting in your child's room. If you put in a colored light, it may give them a sense of calm should they tend to turn on the light in the middle of the night.
 

This month's parent to parent problem is; I have a preschool aged child who can't seem to keep her clothes on. She can take them off as fast as I can put them on. Even blue jeans with the snap and zipper are no match for her because she just squeezes out of them and then takes off her pull-up. Help! Thanks.
 

If you have a problem with your child and would like some help, please remember that we are all just parents and this is not medical advice. All medical advice should be taken up with your medical practitioner. The editor just puts in the ideas; you don't have to try them if you don't like them. Your name will be kept confidential if you wish.
 

Have a good month and happy reading. Don't forget that we have to spring forward the 1s^t Saturday in April.